- Copyright Page
- Preface and Acknowledgements
- List of Figures
- List of Tables
- List of Contributors
- The Description and Comparison of Societal Systems of Higher Education and University Management
- Criticality, Academic Autonomy, and Societal Progress
- Socializing Human Capital for Twenty-First Century Educational Goals: Suggestive Empirical Findings from Multinational Research
- Changing the Nature and Role of Universities: The Effects of Funding and Governance Reforms on Universities as Accountable Organizational Actors
- Recent Trends in East and West University Governance: Two Kinds of Hollowness
- Cycles of Evolution of Ideal Types of Universities: Causes and Consequences for the University Mission—The Case of Poland
- The Implications of a Diversifying Workforce for Institutional Governance and Management in Higher Education
- The Collegial Tradition in English Higher Education: What Is It, What Sustains It, and How Viable Is Its Future?
- Managing a University in Turbulent Times
- Critical Factors and Forces Influencing Higher Education in the Twenty-First Century
- A New World of Communications in Higher Education and Its Implications
- Leading in Higher Education
- Policy and Practice in University–Business Relations
- Macro Changes and the Implications for Equality and Social and Gender Justice in Higher Education
- Macro Changes and the Implications for Higher Education Research: A Case Study in the Health Sector and Graduate Practice
- Canada in a Global System of Higher Education: The Role of Community Engagement
- Developing and Maintaining Transnational Research Collaborations: A Case Study of Australian Universities
- Scholarship in the University: An Ecological Perspective
- Higher Education Finance: Global Realities, Policy Options, and Common Misunderstandings
- Educating for the Cooperative Society: The Role of Government in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Industry in Building Human and Social Capital
- Educating for the Cooperative Society: The Role of Universities, Research, and the Academic Professions in Fostering Good Citizenship
- Governments Need To, and Do, Trust Universities
- Education and Technological Unemployment in the Fourth Industrial Revolution
- Educating for the Innovative Society: The Role of Indian Institutes of Technology in India
- Policy Implications for Equity, Gender, and Widening Participation in Higher Education
- Reactions, Reflections, and Renewal: The Significance of Higher Education for Intellectual, Societal, and Personal Advancement
- Maintaining the Contribution of Higher Education to Societal Progress
Abstract and Keywords
This chapter considers the implications of global changes for equality and social and gender justice in HE. Taking a feminist perspective it renders visible the limited impact that neo-liberal transformations have had on women’s equal participation in university education. Starting from a consideration of the international statistical evidence on the massive expansion of HE, the authors consider how white middle-class male privilege remains entrenched in complex ways in new forms of HE. This is shown most clearly through the pursuit of an uncritical notion of excellence and the approaches to pedagogical spaces. The chapter considers how student parents are treated ‘carelessly’ or without care, and how the majority of academic staff have become precarious workers, whilst privilege remains for white middle-class men in power.
Miriam E. David is now Professor Emerita of Sociology of Education; she was Professor (2005–10) and Associate Director (Higher Education) of the ESRC’s Teaching & Learning Research Programme (2004–9) at the Institute of Education, University of London (now University College London). She is a visiting professor in the Centre for Higher Education & Equity Research (CHEER) in the School of Education and Social Work at the University of Sussex. She has a world-class reputation for her feminist social research on families, feminism, gender, social diversity, and inequalities across education. She has been listed in Who’s Who since 2010. She has published 30 books and reports, and 160 articles or chapters, including an intellectual biography in 2003 Personal and Political: Feminisms, Sociology and Family Lives and a study of feminist academics in 2014 Feminism, Gender and Universities: Politics, Passion and Pedagogies. She was co-Principal Investigator with Dr Pam Alldred of Brunel University of an EUDaphne funded project on training teachers, youth and community workers in England,Ireland Italy, and Spain to challenge gender-related violence for young people: the GAP work project (2013–15). Some of this has been published in A Feminist Manifesto for Education (2016). Reclaiming Feminism: Challenging Everyday Misogyny (2016) is both a memoir and critique of feminist activism in neo-liberal times. She has been commissioned by Sage to co-edit (with Marilyn Amey) a five-volume international Encyclopaedia of Higher Education for publication in 2019.
Penny Jane Burke is Global Innovation Chair of Equity and Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, NSW. Professor Burke has drawn upon extensive experience in the UK to build a site of praxis in the Australian higher education landscape. CEEHE has established a praxis framework to embed equity across the institution and is now firmly situated in the fields of equity in higher education research and widening participation practice and policy, in Australia and internationally. Professor Burke is a member of the Australian Department of Education and Training’s Equity Research and Innovation Panel, a founding member of the International Network on Gender, Social Justice and Praxis, and the Editor of Teaching in Higher Education. She has published extensively in the field, including Reconceptualising Lifelong Learning: Feminist Interventions (with Sue Jackson, 2007) and The Right to Higher Education: Beyond Widening Participation (2012). Most recently, Professor Burke has published Changing Pedagogical Spaces in Higher Education:Diversities, Inequalities and Misrecognition (with Gill Crozier and Lauren Ila Misiaszek, 2017), and the edited collection Evaluating Equity and Widening Participation in Higher Education (with Annette Hayton and Jacqueline Stevenson, 2018). Penny has held the posts of Professor of Education at the University of Roehampton, the University of Sussex and Reader of Education at the Institute of Education, University of London.
Marie-Pierre Moreau is Professor in Education, at Anglia Ruskin University,Cambridge, UK. Her research is at the nexus of education, work, and equality issues, with specific reference to gender. She is the author of many articles published in international refereed journals and of three books: Les Enseignants et le Genre [Teachers and Gender] (2011), Inequalities in the Teaching Profession: A Global Perspective (2014),and Teachers, Gender and the Feminisation Debate (2018). David Palfreyman is a Fellow of New College, University of Oxford. He is also the Director of the Oxford Centre for Higher Education Policy Studies (oxcheps.new.ox.ac.uk), and a member of the Board of the Office for Students (OfS); as well as being Visiting Professor in HE Law and Policy at Hunan Normal University, China. David’s latest publication is Universities and Colleges: A Very Short Introduction (Oxford University Press, 2017), and his other publications include several with Ted Tapper (see entry below) plus The Law of Higher Education (with Dennis Farrington, Oxford University Press, 2012).
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